Download Points - AP World History

AP WORLD HISTORY
Mr. Williams
Hello, welcome to AP World History.
Course Description
You can get a more detailed course description at the following website (however most of
the information is included in my syllabus):
http://apcentral.collegeboard.com/apc/public/repository/ap09_worldhist_coursedesc.pdf
Advanced Placement World History is a two-semester program that follows a course of
study similar to that of a college introductory course in World History. It will be quite similar to a
college course in that most of the assignments will be readings/discussion. I will attempt to
minimize daily assignments; however students must be well prepared for discussion. Throughout
the year, we will be looking for patterns in historical events, many of which revolve around the
contacts among different human societies. Our greatest emphasis will be on the last one thousand
years of human history. To understand history, it is important to study not only the events that
occur in time, but the methodology of those events. Our studies will include the examination of
world cultures, human institutions, the effects of new technologies, and world geography. It is
one of my goals to give students the tools to obtain a solid score on their AP test, which could
amount to credit for a 3-credit college course. Strong writing skills and advanced cognitive
aptitude are required to succeed on the college level and it is for this reason that these skills will
be emphasized in this course.
Room Rules, Responsibilities, and Expectations:
1) Respect. Respect yourself and others. When I am talking, you are listening. When
you are talking, the class is listening.
2) Come prepared to class. If you have an assignment due be ready to turn it in. If we
have a discussion be prepared to discuss.
Late Policy:
Late assignments will be marked off 20% for 1 day late
40% for 2 days late
After that they will not be accepted unless previously arranged.
Grading System/Homework:
We will strictly adhere to the following grading scale:
99.99%-89.5%= A
89.49%-79.5%=B
79.49%-69.5%=C
69.49%-59.5%=D
59.49% and below=F
You will have many assignments (mainly readings) outside of class. It is your duty to
keep up with the readings. If you do not, it will be obvious during discussions. Lack of
preparation can seriously impact your grade. This is a college level class and the
readings you receive and the text assigned by the district for this class is based on this
fact
Your grade will be based on:
a.
b.
c.
d.
d.
f.
g.
Daily Class Assignments (including some writes)
Quizzes (usually every 2 weeks)
Unit Exams (5 throughout the year)
Unit Review Packets (5 throughout the year)
Formal Essays (Compare & Contrast, DBQ, Change and Continuity over Time)
Movie Analysis (1 each quarter)
Class Starters (1 each semester)
Extra Credit Opportunities:
Each semester you will have the opportunity to achieve extra credit for this class in 3
distinct ways
#1 Do not be tardy. You all start with 5 extra credit points in the class and you can lose
these easy extra points in the following manner.
1st Tardy = 1 point off of 5 points (5-1=4)
2nd Tardy = 2 points off of 4 points that remain (4-2=2)
3rd Tardy = 2 points off of 2 points that remain (2-2=0) bye bye extra credit
#2 Tangible Creation: You must create a tangible authentic replica of anything that we
have studied in the semester. Be creative and think about what you could build, paint,
sculpt, etc that Mr. Williams could display for years to come. A one page explanation or
historical description must accompany this project and it must be cleared with me 2
weeks prior to the due date (Possible 15 points extra)
#3 Visit a religious service in the valley and do a 1-2 page write up of the experience
(Possible 10 points extra)
Note***
Any student who achieves a 5 on the AP World History National Exam in May 2012 will
receive an automatic A for both semesters in the class.
Any student who receives a 4 on the AP World History National Exam in May 2012 will
receive an automatic 1 grade boost for both semesters in the class. If you had a “B” you
would go to an “A”, if you had a “C” you would go to a “B”.
This reward can only help your final semester grades and will not be used to lower any semester grades in
my class. Think of it as an extra incentive to prepare yourself for the AP National Exam. I will go back
and change your grade in early August if need be.
Materials Needed
Peter Stearns, World Civilizations: The Global Experience. AP Edition
Princeton Review: Cracking the AP Exam 2012 Edition (Highly Recommended)
One – 2” or 3” Binder for just this class – you will be amazed at the amount of materials you will
have at the end of this course
DBQ RUBRIC
BASIC CORE
EXPANDED CORE
Points
Points
1. Has acceptable thesis.
1
2. Addresses all the documents and
demonstrates understanding of all or all
but one of the documents
1
Expands beyond basic core
of 1-7 points. A student must
earn 7 points in the basic core
area before earning points in the
expanded core area.
3. Supports thesis with
appropriate evidence from all or all
but one of the documents.
2
Examples:
(Supports thesis with appropriate
evidence from all but two documents).

Has a clear, analytical, and
comprehensive thesis.

Uses documents persuasively
as evidence.
(1)
4. Analyzes point of view in at least two
documents.
1

Shows careful and insightful
analysis of the documents.
5. Analyzes documents by
grouping them in one or two
or three ways, depending on the
DBQ question.
1

Analyzes point of view in most or
all documents.

Analyzes the documents in
additional ways—groupings,
comparisons, syntheses.

Brings in relevant “outside”
historical content.

Explains why additional types of
document(s) or sources are needed
6. Identifies and explains the need for one
type of appropriate additional document or
source.
Subtotal
1
7
TOTAL 9
Subtotal
0-2
Comparative Essay Rubric
BASIC CORE
Historical skills and knowledge
required to show competence
Points
EXPANDED CORE
Historical Skills and knowledge
required to show excellence
Points
1. Has acceptable thesis.
(Addresses comparison of
the issues or themes specified.)
1
2. Addresses all parts of the
question, though not necessarily
evenly or thoroughly.
2
(Addresses most parts of
question: for example, deals with
differences but not similarities)
3. Substantiates thesis
with appropriate historical
evidence.
(Partially substantiates
thesis with appropriate
historical evidence.)
4. Makes at least one or two
relevant, direct comparisons
between / among societies.
5. Analyzes at least one reason for a
similarity or difference identified in
a direct comparison.
Subtotal
Expands beyond basic core of
1-7 points. The basic core score of
7 must be achieved before a student
can earn expanded core points
0-2
Examples:
 Has a clear, analytical, and comprehensive
thesis.
(1)

Addresses all parts of the question
(as relevant): comparisons, chronology,
causation, connections, themes,
interactions, content.

Provides ample historical evidence to
substantiate thesis.

Shows the ability to relate comparisons
to larger global context.
2
(1)
1
 Consistently analyzes the causes and effects of
relevant similarities and differences

Makes several direct comparisons
consistently between or among
societies.
Subtotal
7
2
TOTAL 9
Continuity & Change over Time Essay (COT) Rubric
BASIC CORE
EXPANDED CORE
Points
Points
1
Expands beyond basic core of 1 to 6 points.
A student must earn 7 points in the basic
core area before earning points in the
expanded core area.
2) Addresses all parts of the
question (though not necessarily
evenly or thoroughly)
2
Examples:
 Addresses most parts of the
question for example: addressing
change but not continuity
(1)
1) Has acceptable thesis.
(Addresses the global issues and
the time period specified.)

Has a clear, analytical, and
comprehensive thesis.

Analyzes all issues of the question
(as relevant): global context,
chronology, causation, change,
continuity, effects, content.

Provides ample historical evidence
to substantiate the thesis.

Provides links with relevant ideas,
events, and trends in an innovative
way.
2
3) Substantiates thesis with
appropriate historical evidence
 Partially substantiates thesis
with appropriate historical
evidence
0-2
(1)
4) Uses relevant world historical
context effectively to show
change over time and/or
continuity.
--------------------------------------5) Analyzes the process of
continuity and change over time
1
Subtotal
7
1
Subtotal
2
TOTAL
9
Review Questions
You are responsible for the questions below and the content covered. I will collect the
review cards on the day of the exam to grade. Your review cards will address much more
than just these questions but will also have people, places and events from the unit we are
studying, thus you will want to start your review cards fairly early in each unit.
You will need to respond to each of these questions for each time period covered. You
must respond with the answered on your review cards. They will be due the day we end
each time period.







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Foundations Unit (8000BCE-500 CE)
Compare major religious and philosophical systems including some underlying
similarities in cementing a social hierarchy, e.g. Hinduism contrasted with
Confucianism
Compare the role of women in different belief systems-Buddhism, Christianity,
Confucianism, and Hinduism
Understand how and why the collapse of empire was more severe in western
Europe than it was in the eastern Mediterranean or in China
Compare the caste system to other systems of social inequality devised by early
and Classical civilizations, including slavery
Compare societies and cultures that include cities with pastoral and nomadic
societies
Compare the development of traditions and institutions in major civilizations, e.g.
Indian, Chinese, and Greek (pick any three)
Describe interregional trading systems
Compare the political and social structures of two of the early civilizations, using
any two of the following: Mesopotamia, Egypt, Indus Valley, Shang dynasty, and
Mesoamerica or Andean South America
Cross-Cultural Interaction 600 CE-1450 CE
 Compare Japanese and European Feudalism
 Compare developments in political and social institutions in both eastern and
western Europe
 Analyze the role and function of cities in major societies
 Compare Islam and Christianity
 Analyze gender systems and changes, such as the impact of Islam
 Compare the Aztec Empire and the Inca Empire
 Compare European and sub-Saharan African contacts with the Islamic world
The Globe Encompassed, 1450-1750 (The Early Modern Period)


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Analyze imperial systems: European monarchy compared with a land-based
Asian empire
Compare coercive labor systems: slavery and other coercive labor systems in the
Americas
Understand the development of Empire (i.e. general empire building in Asia,
Africa, and Europe)
Compare Russia’s interaction with the West with the interaction of two of the
following (Ottoman Empire, China, Tokugawa Japan, Mughal India) with the
west
Revolution, Industrialization, and Imperialism 1750-1914
 Compare the causes and early phases of the Industrial Revolution in western
Europe and Japan
 Compare the Haitian and French Revolutions
 Compare reaction to foreign domination in the Ottoman Empire, China, India, and
Japan
 Compare nationalism, e.g. China and Japan, Cuba and the Philippines, Egypt and
Nigeria
 Compare forms of western intervention in Latin America and in Africa
 Compare the roles and conditions of women in the upper/middle classes with
peasantry/working class in western Europe
1914-Present
 Compare patterns and results of decolonization in Africa and India
 Pick two revolutions (Russian, Chinese, Cuban, Iranian) and compare their effects
on the roles of women
 Compare the effects of the World Wars on areas outside of Europe
 Compare legacies of colonialism and patterns of economic development in two of
three areas (Africa, Asia, and Latin America)
 Analyze the notion of the West and the East in the context of Cold War ideology
 Compare nationalist ideologies and movements in contrasting European and
colonial environments
 Compare the different types of independence struggles
 Compare the impacts of Western consumer society on two civilizations outside of
Europe
 Compare high-tech warfare with guerilla warfare
To Parent(s) or Guardian
Please read through this syllabus and sign the appropriate area and return with the student
tomorrow. This will be worth 5 points if it is returned and signed.
Every quarter there will be a film analysis due in which students may choose from the
following list a movie to watch and analyze. These films have various ratings from PG to
R and include films from around the world. If you have any concerns please research the
film list and help your child pick films throughout the year that you are both comfortable
with. It would be great if you watched it with them and discussed the material presented
as well.
I look forward to speaking with you throughout the year and hope to stay in touch. You
can reach me by email at [email protected]
_____________________
_______________ Signature(s)
______________________________________________Your E-Mail Address